Replicating and understanding successful innovations: Implementing tutorials in introductory physics

We report a detailed study of the implementation of Tutorials in Introductory Physics at a large-scale research institution. Based on two successive semesters of evaluation, we observe students’ improved conceptual mastery (force and motion concept evaluation median normalized gain 0.77, $N=336$), albeit with some student discontent. We replicate the results of original studies of tutorial effectiveness and document how and why these results occur. Additionally, using the Colorado Learning Attitudes about Science Survey we measure the support of students’ expertlike beliefs about learning physics in our environment. We examine this implementation from a viewpoint that emphasizes varying contextual levels of this implementation, from students’ engagement in individual tasks, to the situations in which these tasks are embedded, to the broader classroom, departmental, and educational structures. We document both obvious and subtle features that help ensure the successful implementation of these reforms.

Figure 1

Pre and post results for FMCE exam (spring 2004). Scoring of this exam follows Thornton (Ref. 41). All students who took the exam are shown in the histogram. Pretest $(N=486)$ average 29%, median 23%. Post-test $(N=400)$ average 74%, median 85%.

Figure 2

Correlating overall performance in course (course score includes all graded elements except tutorial homeworks, expressed as a percent of total possible) with tutorial homework score. Data shown are for fall 03. The correlation coefficient is $r=0.73$ $(N=562)$. The solid line shows a best fit (regression) to the data. Data for spring 2004 look very similar; the correlation coefficient is $r=0.65$ $(N=513)$.

Figure 3

Histogram of percent favorable responses in the CLASS “concepts” category pre and post for students with different normalized learning gains $\left(g\right)$ on the FMCE.

Figure 4

Histogram of percent favorable responses in the CLASS “concepts” category pre and post for students in the bottom quartile for tutorial homework scores $(<72.8\%)$ and in the top quartile $(>91.5\%)$.

Figure 5

Frames of Context: a particular task is embedded in a larger situation (a tutorial class activity), which is embedded in a larger microculture (a particular class), and so forth.